Student: Brandon Woods Course for which you are creating curriculum: Band Leadership
Consider the 3 advance organizer methods below. You must create an advance organizer for each method below to use as a
pre-instructional strategy (to prepare the student to link what they do know to what they do not know).
Expository Expository Expository
Expository (You are verbally describing the new content you are about to cover; enter below what you will say. This can be done in a script or YouTube video) Hey guys! Okay, this week we are in week 7 as per our syllabus. I want you guys to start this unit by listening to something. (Play the students a professional recording of the concert band piece "Earthdance" by Michael Sweeney. When the recording is over, hand out copies of the score to them) Okay, now that you have the scores, listen again but this time follow along closely in the score. (Play the recording again). (Ask a question:) "So Guys, how do we take what we just heard, and the music we just read and realize it in a real-life high school band program?" (Take questions, see if you can direct the discussion towards the learning objective for this lesson.) "Okay guys, great thoughts. At this point in the semester, we have spent 6 weeks building our knowledge and skills, and that culminates this week when we accurately learn to analyze concert band scores. When you become a teacher, you will progress through the year just like the past 6 weeks of this course has. You will go through the initial planning and marching band stages, and find yourself at this point in the year with concert band. This is where you must really have a game plan on how to analyze and prepare a concert band score for teaching, and then know what and how to teach it. These next 3 weeks will be some of the most important three weeks of the semester, so make sure you are making great notes and asking as many questions as you can!
In this particular lesson, we will be discussion the overall pacing of how to evaluate concert band music, how to create a "rehearsal action plan," score marking rules, and begin discussion rehearsal techniques.
Narrative (You are presenting the new information in a story format; enter below what you will do or say.)
Okay guys, when I student taught for my undergraduate, I had the extreme privilege of studying with one of the best high school band directors in my area. My mentor teacher was a living legend, not just for his band results, but for his crazy and sometimes drill-sergeant demeanor. Being a college student, I had no experience actually teaching a band program, but my mentor teacher was determined to make sure I learned. I'll never forget walking into his office on day one and he looked me dead in the eye and said, "You already have an A in student teaching." I was
dumbfounded as I had no idea what he was talking about, but he clarified. "You already have an A in student teaching. Whether you learn something or not is not up to me, it is up to you. I will teach you however much you want to learn. If you don't want to work or learn anything...well that is your problem, you can take your A and go on." He wanted me to quit thinking about school and college, and learn how to actually be a band director.
This teacher was a firebrand, but he was a living legend and his bands were incredible. He spent the next few months lighting me on fire in front of the ensembles. He asked me way more questions than I asked him, but he directed me towards being a better teacher. He was constantly firing at me and stopping rehearsal in front of the entire room to question what I was teaching and why. Even when he was directing, he would turn and call me out in front of the whole class and say, "why am I working on this line in m.56-58?"
I say all this to say this, I learned exactly what to teach and how to teach it from him. He not only made me a better director, he made me a more efficient and intelligent rehearser. I left student teaching with the skills and knowledge to be able to be successful - and that is what I want to see you guys become, and that is truly what this week's learning objective is all about. Great directors make intelligent choices and efficiently and effectively rehearse them with their bands.
With that mindset or "perspective" in mind, let's look at all the handouts for this week - and how they all fit into the overall “action rehearsal plan."
Graphical Organizers (You are presenting an original visual pictograph, chart, or concept pattern.)
Describe the visual below and then copy and paste your original graphic. Create own pictograph
Create own pictographCreate own pictograph Create own pictograph
The pictograph is a visual representation of the "Action Rehearsal Plan." This allows the students to see the plan in a more visual and chronologically linear format. Not only does this include different learning styles(visual), students will benefit from seeing their plan spaced out over the entire semester in this format and can more readily plan for success, and identify weakness in their rehearsal action plans.